This is a work in progress.
Thematic Unit: Diversity and Variations of a Japanese High School
Sachiko Smith, Shorecrest High School in Washington
Japanese
Andrew Bulkley
Seabury High School
Level: High school 4th year Estimated time: *
Expected Outcome: At the end of this unit students will be able to discuss the diversity, the variations and the make up of the high schools of Japan as contrasted with the American system. Areas of focus:
Classes Seasonable events
Public vs. private institutions
Ethnic diversity Application Structural patterns reinforced and/or newly taught will be those of opinion and comparison.
Predicate = (verbal, adjectival, nominal + da)
APPLICATION Opinion:
1. Predicate + desyoo
2. Predicate + to omoimasu
3. Predicate + ka mo siremasen
4. Doo site, response: Predicate + kara Complihension
Comparison of two:
Q: X to Y to, dotira (no hoo) ga/o + predicate?
A: X (no hoo) ga/o + predicate. X wa Y yori + predicate . Y wa X hodo + negative predicate.
Comparison of three:
Q: X to Y to Z no uchi (no naka) de dore ga/o ichiban + predicate, (add yoku with verbal predicate)?
A: X wa ichiban + predicate (add yoku with verbal predicate). // X wa Y yori + predicate (add yoku with verbal predicate) + kedo, Z hodo + negative predicate.
Vocabulary will include:
日本の授業の名前：英語、数学、歴史、体育、国語、（文学？）、音楽、＋？
総持寺間、昼ご飯
教育制度
Review times, dates, with 一年中、学期中、一週間中、一日中。 Cultural information presented:
休みの時：夏、秋、冬、春（ゴルデンウイク、 正月 boy’s day, girl’s day, valentines day ＋ ？）
Differences between 公立学校、私立学校
Changes in ethnic diversity in modern Japan vs. America: In Japan influx of nikkeizin from Brazil, Peru, China, Korea, and ?????
sports / boarding ??
uniforms: 制服
cram school
Assessment of students
test them
vocabulary
structure
kanji
summative test
With Bloom’s Taxonomy as a vehicle for task oriented question construction, we will go through these six categories:
Knowledge Comprehension Application Analysis Synthesis Evaluation
KNOWLEDGE
1. After presentation of time, semester, and
(test question: high school in America, uniforms good).
Drop: after school activities,night school, part-time jobs, bullying, otaku
NATIONAL STANDARDS FOR FOREIGN LANGUAGE EDUCATION
tandards Logo
STANDARDS FOR FOREIGN LANGUAGE LEARNING COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Thematic Unit: Diversity and Variations of a Japanese High School
Sachiko Smith, Shorecrest High School in Washington
Japanese
Andrew Bulkley
Seabury High School
Level: High school 4th year Estimated time: *
Expected Outcome: At the end of this unit students will be able to discuss the diversity, the variations and the make up of the high schools of Japan as contrasted with the American system. Areas of focus:
Classes
Seasonable events
Public vs. private institutions
Ethnic diversity
Application
Structural patterns reinforced and/or newly taught will be those of opinion and comparison.
Predicate = (verbal, adjectival, nominal + da)
APPLICATION Opinion:
1. Predicate + desyoo
2. Predicate + to omoimasu
3. Predicate + ka mo siremasen
4. Doo site, response: Predicate + kara
Complihension
Comparison of two:
Q: X to Y to, dotira (no hoo) ga/o + predicate?
A: X (no hoo) ga/o + predicate. X wa Y yori + predicate . Y wa X hodo + negative predicate.
Comparison of three:
Q: X to Y to Z no uchi (no naka) de dore ga/o ichiban + predicate, (add yoku with verbal predicate)?
A: X wa ichiban + predicate (add yoku with verbal predicate). // X wa Y yori + predicate (add yoku with verbal predicate) + kedo, Z hodo + negative predicate.
Vocabulary will include:
日本の授業の名前：英語、数学、歴史、体育、国語、（文学？）、音楽、＋？
総持寺間、昼ご飯
教育制度
Review times, dates, with 一年中、学期中、一週間中、一日中。
Cultural information presented:
休みの時：夏、秋、冬、春（ゴルデンウイク、 正月 boy’s day, girl’s day, valentines day ＋ ？）
Differences between 公立学校、私立学校
Changes in ethnic diversity in modern Japan vs. America: In Japan influx of nikkeizin from Brazil, Peru, China, Korea, and ?????
sports / boarding ??
uniforms: 制服
cram school
Assessment of students
test them
vocabulary
structure
kanji
summative test
With Bloom’s Taxonomy as a vehicle for task oriented question construction, we will go through these six categories:
Knowledge Comprehension Application Analysis Synthesis Evaluation
KNOWLEDGE
1. After presentation of time, semester, and
(test question: high school in America, uniforms good).
Drop: after school activities,night school, part-time jobs, bullying, otaku
NATIONAL STANDARDS FOR
FOREIGN LANGUAGE EDUCATION
STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
- Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
- Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
- Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURESGain Knowledge and Understanding of Other Cultures
- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
- Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONSConnect with Other Disciplines and Acquire Information
- Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
- Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONSDevelop Insight into the Nature of Language and Culture
- Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
- Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIESParticipate in Multilingual Communities at Home & Around the World